Republic of the Philippines

University of Northern Philippines

Tamag, Vigan City

COLLEGE OF BUSINESS ADMINISTRATION AND ACCOUNTANCY

INSTRUCTIONAL MANUAL
In

TRAINING AND DEVELOPMENT MANAGEMENT

Mgt 114

By:

PRINCESS NEPTALIA R. QUEBRAL, DBA

PAUL RICHARD G. MARTIN, BSBA - HRDM

For HRM Students

LEARNING OBJECTIVES:

1. Discuss the forces influencing the workplace and learning; and explain how
training can help companies deal with these forces.
2. Explain how the role of training is changing.
3. Create a work environment that will facilitate transfer of training.
4. Discuss the technologies that can be used to support transfer of training.
5. To discuss the importance of development in the performance and productivity
of human resources.

LESSON 1

TRAINING AND DEVELOPMENT

Organizations and jobs are never static; they keep on changing.

They change as the competitive global economy changes. Then there
is the scarcity of economic changes, rapidly changing technology,
new business demands, and cultural and generational shifts of the
workforce and the changing nature of the work itself. All these
confluence of events make training and development imperative.

Employees, regardless of rank and status, need to learn new skills,

develop new abilities and competencies to respond to these changes.
Withhold training and development and your people will rust in
obsolescence; your organization will lose its competitiveness.

Plants and equipment need

retooling and maintenance
not only to maintain their
efficiency but to improve
output performance. We all
know that upgrades and
additional components are
needed to keep our
computer up-to-date
because of the fast
 changing technology in micro-chips and other components.
Similarly, training and development helps fight the obsolescence of
human resources.

The organization’s ability to compete in today’s highly competitive

marketplace requires a talented pool of workers. Only through the
continuous upgrading of skills of its workers can an organization
achieve and maintain its competitive advantage.

Training and Development is a never ending demand that a company

must address. The development of skills and expertise of the
employees remains as one of the most vital keys to business success.

WHAT IS TRAINING AND DEVELOPMENT?

It is the field concerned with the organizational activity aimed at bettering

the performance of individuals and groups in organizational settings. It has been
known by several names such as “Employee Development” and “Human Resources
Learning and Development”.

It refers to organized learning activities in the organization to improve

performance and/or personal growth for the purpose of improving the job, the
employee and the organization

The goal of training is for employees to master knowledge, skills and

behaviors emphasized in training programs and to apply them to their day-to-day
activities.

Learning refers to the acquisition of knowledge by individual

employees or group of employees or groups of employees who are
willing to apply that knowledge in their jobs in making decisions
and accomplishing tasks for the company.

Knowledge refers to what individuals or teams of employees know

or know how to do (human and social knowledge) as well as
company rules, processes, tools, and routines (structured knowledge)
Knowledge is either TACIT KNOWLEDGE or EXPLICIT KNOWLEDGE.

Tacit Knowledge- Personal Knowledge based on individual experience that is

difficult to explain to others. Because tacit knowledge is difficult to communicate,
it is passed along to others through direct experience. (e.g., interacting with other
employees, watching other employees.)

Explicit knowledge- refers to the knowledge that can be formalized,

codified and communicated. It can be found in manuals, formulas, and
specifications.

Competencies - measurable skills, abilities and personality traits that identify

successful employees against defined roles within an organization.

Core competencies - competencies that any successful employee will need to rise
through the organization; the level of accomplishment may vary but the essential
competency will remain the same. Competencies can, of course, change over time
and should not be regarded as immutable.

According to Spencer and Spencer (2003), competencies include five areas:

1. Skills- demonstration of expertise

2. Knowledge- accumulated information
3. Self-concepts- attitudes, values, self-image
4. Traits- general disposition to behave in certain ways
5. Motives- recurrent thoughts that drive behaviors

Core Competencies that are specific to the job itself such as:
a. Integrity
b .Customer focus
c. Quality Work
d. Service
e. Perseverance
f. Teamwork
g. Emotional Intelligence

Other competencies:
a. Statistical Competency
b. Presentation Skills
c. Technical Competency

Examples of Competencies in General

a. Business Savvy l. Judgment
b. Flexibility m. Problem-solving
c. Self-confidence
d. Analytical Thinking
e. Leadership
f. Interpersonal Skills
g. Service Delivery
h. Achievement-Oriented
i. Technical Skills
j. Communication Skills
k. Initiative

Types of Learning outcomes:

1. Verbal Information- includes names or labels, facts, and bodies of

knowledge. Verbal Information includes specialized knowledge that employees
need in their jobs.

2. Intellectual Skills- include concepts and rules which are critical to solve
problems, serve customers, and create products.

3. Motor Skills- include coordination and dexterity of physical movements

4. Attitudes- combination of beliefs and feelings that predispose a person

to behave a certain way.

LESSON 2

TRAINING is seen as series of programs or events

that employees attend. After attending the training
program, employees are responsible for using what they
learned in training on the job, and any support they might
receive is based on the whims of their manager.
 Training aims to increase human, customer, social and intellectual capital.

Human Capital refers to the sum of the attributes, life experiences, knowledge,
inventiveness, energy, and enthusiasm that the company’s employees invest in their
work.

Intellectual Capital refers to the codified knowledge that exists in a company.

Social Capital refers to relationships in the company.

Customer Capital refers to the value of relationships with persons or other

organizations outside the company for accomplishing the goals of the company.
(relationship with suppliers, customers, vendors, governments agencies.)

HUMAN CAPITAL
Cognitive Knowledge (know-what)
Advanced Skills (know-how)
System Understanding and Creativity (Know why)
Motivated creativity (Care why)

CUSTOMER CAPITAL
Customer Relationship
Brands
Customer Loyalty
Distribution Channels

SOCIAL CAPITAL
Corporate Culture
Management Philosophy
Management Practice
Informal Networking Systems
Coaching/Mentoring Relationships

INTELLECTUAL CAPITAL
Patents
Copyrights
Trade Secrets
Intellectual Property
Training and Development has a direct influence on human and social capital
because it affects education, work-related know-how and competence, and work
relationships. Training and Development can have an indirect influence on customer
and social capital by helping employees to better serve customers and by providing
them with the knowledge needed to create patents and intellectual properties.

Knowledge Workers are employees who contribute to the company not through
manual labor but through what they know, perhaps about customers or specialized
body of knowledge.
Employees cannot simply be ordered to
REMEMBER: perform tasks; they must share knowledge
and collaborate on solutions.

Empowerment means giving employees responsibility and authority to make

decisions regarding all aspects of product development or customer service.
Employees are then held liable for products and services; in return, they share
the rewards and losses of the results.

Change- Refers to the adoption of a new idea or behavior by a company.

Technological advances, changes in the work force or government regulations,
globalization, and new competitors are among the many factors that require
companies, and entire industries to change.

DEVELOPMENT- is the process of creating a progressive pattern in an employee’s

career to maximize his potential in the organization. This could involve a variety of
activities and programs that enrich the totality (greater mind, or behavior change)
of a person
REVIEW QUESTIONS:

1. How might technology influence the importance of training professional’s roles?

Can technology reduce the importance of any of the roles? Can it result in
additional roles?

2. Explain how training relates to attracting new employees, employee retention,

and motivation.

LESSON 3

REASONS WHY WE NEED TRAINING AND DEVELOPMENT?

1. A well-trained workforce most likely result in better service which leads to

higher customer satisfaction.

2. Training, particularly quality training, promotes enhanced employee morale and

possibly lower employee turnover.

3. Training minimizes operating losses resulting from incompetence and

carelessness of employees.

4. Training creates a pool of good and competent employees who may be groomed
for more challenging roles within the organization.

5. To increase job satisfaction, employee motivation, and capacity to adopt to new

technologies and methods.

6. To “benchmark” the status of improvement so far in a performance

improvement effort.

7. As part of an overall professional development program.

8. As part of succession planning to help an employee eligible for a planned change

in role in the organization.
9. To increase knowledge and change behavior of employees.

10. To enhance the image of the company (e.g conducting customer service
training)

LESSON 4

Training Needs Analysis (TNA)

Training Needs Analysis is a systematic process of

identifying performance gaps in an organization. In
order to determine the appropriate training program
for a group of employees in an organization, it is
important to assess the training needs at possibly three
levels: Organizational Analysis, Task Analysis and
Person Analysis

Organizational Analysis examines broad factors like organizational culture,

mission, vision and values, business climate, business goals (short-term or
long-term), organizational structure, and competition.
Task Analysis is an examination of the job to be performed. It focuses on
the duties, responsibilities and tasks of jobs throughout the organization to
determine which jobs require training. It is important to determine what
needs to be done in the job and what qualifications are required to
accomplish these tasks.
Person Analysis is the final phase of the TNA. It is also called Employee
Assessment. It determines which employees need training by examining how
well employees are carrying out the tasks that make up the jobs.

A company may have several symptoms or indicators of poor

performance such as:
 POOR QUALITY of products and services (customer
complaints, customer switching)
 Inability to manage time (absenteeism, tardiness, undertime)
 Materials variances (pilferage, breakages, spoilage, wastages)
  Labor variances (high payroll cost, unnecessary overtime pay,
overstaffing, highly paid underperformers)
 Overhead variances (unprecedented increase in energy, utiliy
and telecommunication bills)
 Low productivity (inefficient use of technology, laidback
attitude of employees, lack of focus on production goals,
laziness, lack of discipline)
 Organization conflict or friction (employee grievances, high
turnover of employees, animosity among staff, lack of
teamwork, poor communication, lack of respect of staff,
rumor-mongering, factionalism)
 Other observations (stress and poor health of employees
driven by lifestyle, acts of dishonesty, poor personal financial
management)

Sources of Information:

1. Official Records
2. Performance Appraisal
3. Time Records
4. Logbooks
5. Summary of Guest Feedbacks
6. Expense Reports
7. Audit Investigation reports
8. CCTV camera recordings
9. Actual Observation
10.Co-employee Feedback
11.Internet Social Networks (Facebook)
12. Interview

Factors that Influence Performance and Learning:

1. Readiness for Training- refers to whether employees have

the personal characteristics (ability, attitudes, beliefs and
motivation) necessary to learn program content and apply it on
the job.

2. Person Characteristics- refer to the employees’

knowledge, skills, ability and attitudes
3. Input- relates to the instructions that tell employees what, how, and when to
perform.

4. Output-refers to the job’s performance standards

5. Consequences-refers to the type of incentives that employees receive for

performing well.

6. Feedback- refers to the information that employees receive while they are
performing

7. Motivation to learn- is trainee’s’ desire to learn the content of the training

programs.

LESSON 5

PERSON CHARACTERISTICS

1. Basic skills refer to skills that are necessary for

employees to successfully perform on the job and learn the
content of training programs. Basic skills include cognitive
ability, reading and writing skills.

For example:

One assumption that your professor is making in this course is that you
have the necessary reading level to comprehend this instructional aid and the
other course materials such as overhead transparencies, videos, or readings. If
you lacked the necessary reading level, you would not learn much about
training in this course. It is important to note that possession of a high school
diploma or a college degree is no guarantee that an employee has 100% basic skills.

Steps in Performing a Literacy Audit:

1. Observe employees to determine the basic skills they need to be successful in
their job. Note the materials the employee uses on the job, the tasks performed,
and the reading, writing and computations completed by the employee.

2. Collect all materials that are written and read on the job and identify
computations that must be performed to determine the necessary level of basic
skill proficiency. Materials include bills, memos, and forms such as inventory lists
and requisition needs.

3. Interview employees to determine the basic skills needed to do the job.

Consider the basic skill requirements of the job itself.

4. Determine whether employees have the basic skills needed to successfully

perform the job. Combine the information gathered by observing and interviewing
employees and evaluating materials they use on their job. Write a description of
each job in terms of reading, writing, and computation skills needed to perform
successfully.

5. Develop or buy tests that ask questions relating specifically to the employees’
job. Ask employees to complete the tests.

6. Compare test results from step 5 with the description of the basic skill
required for the job from step 4. If the level of employees’ reading, writing, and
computation skills does not match the basic skills required by the job, then a basic
skills problem exists.

2. Cognitive Ability- includes three dimensions: verbal comprehension,

quantitative ability, and reasoning ability. Research shows that cognitive ability is
related to successful performance in all jobs.

Verbal Comprehension refers to the person’s capacity to understand and

use spoken language.

Quantitative Ability- refers to how fast and accurately a person can solve
math problem.

Reasoning Ability- refers to the person’s capacity to invent solutions to

problems.
For Example:

A supermarket cashier needs low to moderate levels of all three dimensions

of cognitive ability to successfully perform that job. An emergency room physician
needs higher level of verbal comprehension, quantitative ability and reasoning
ability than the supermarket cashier. The supermarket cashier needs to
understand basic math operations (addition, subtraction etc.) to give customers
the correct amount of change. The cashier needs to invent solutions to problems.
(Like how to deal with mad customers). The cashier also needs to understand and
communicate with customers. (verbal comprehension). The physician also needs
quantitative ability, but a higher level. For example, when dealing with an infant
experiencing seizures in an emergency situation, the physician needs to be able to
calculate the correct dosage of medicine (based on an adult dosage) to stop the
seizures after considering the child weight. The physician has to be able to quickly
diagnose the situation and determine what actions (blood tests, X-rays,
respiratory therapy) are necessary. The physician also needs to communicate
clearly to the patient’s parents the treatment and recovery process.

3. Reading Ability- Lack of the appropriate reading level can impede

performance and learning in training programs. Material used in training should be
evaluated to ensure that its reading level does not exceed that required by the
job.

Readability- refers to the difficulty level of written materials.

Example of Reading Exam- “Reading-to-do”, “Reading- to-learn”

4. Self-Efficacy- is the employee’s belief that they can successfully perform

their job or learn the content of the training program.

- It is a person’s judgment about whether he or she can successfully learn

knowledge and skills. Self-efficacy is important factor to consider in the person
analysis phase of needs assessment. It is a determinant of readiness to learn.

Example: A trainee with high-efficacy will put forth effort to learn in a training
program and is most likely to persist in learning even if the environment is not
conducive to learning (e.g. noisy training room)
The job environment can be threatening like the use of high-technology and the
presence of hostile trainers.

Employee’s Efficacy Level can be increased by:

1. Letting the employees know that the purpose of training is to try to improve
performance rather than to identify areas in which employees are incompetent.
(Verbal Persuasion)

2. Providing much information as possible about the training program and purpose
of training prior to the actual training. ( Logical Verification)

3. Showing employees the training success of their peers who are now in similar
jobs. (Modeling)

4. Providing employees with feedback that learning is under their control and
they have the ability and the responsibility to overcome any learning difficulties
they experience in the program. (Past Accomplishments)

REVIEW QUESTIONS

1. Assume you have to prepare older employees with little computer experience to
attend a training course on how to use the World Wide Web. How will you ensure
that they have high levels of readiness for training? How will you ensure their
readiness for training?

2. Explain how you would determine if employees had the reading level necessary
to succeed in a training program.

LESSON 6

LEARNING

THEORIES OF LEARNING

THE LEARNING CYCLE

Learning refers to the acquisition of knowledge by individual employees or
group of employees or groups of employees who are willing to apply that
knowledge in their jobs in making decisions and accomplishing tasks for the
company.

THEORIES OF LEARNING

Several Theories relate to how people learn. Each Theory relates to different
aspects of the learning process.

1. Reinforcement theory emphasizes that people are motivated to perform or

avoid certain behaviors because of past outcomes that have resulted from those
behaviors. From a training perspective, reinforcement theory suggests that for
learners to acquire knowledge, change behavior, or modify skills, the trainer needs
to identify what outcomes the learner finds most positive (and negative)

There are several processes in reinforcement theory:

- Positive Reinforcement- is a pleasurable outcome resulting from a behavior.

- Negative Reinforcement- is the removal of an unpleasant outcome

2. Social Learning Theory emphasizes that people learn by observing other

person’s (models) whom they believe are credible and knowledgeable. Social
Learning Theory also recognizes that behavior that is reinforced or rewarded is
adopted by the observer. According to this theory, learning new skills or
behaviors comes from the following:

a. Directly experiencing the consequences of using that behavior or skill

b. The process of observing others and seeing the consequences of their
behaviors.

3. Goal Setting Theory assumes that behavior results from a person’s conscious
goals and intentions. Goals influence a person’s behavior by directing energy and
attention, sustaining effort over time, and motivating the person to develop
strategies for goal attainment. Goal setting theory suggests that learning can be
facilitated by providing trainees with specific goals and objectives.

Learning Orientation- relates to trying to increase ability or competence in a

task.

People with a learning orientation believe that

training success is defined as showing improvement
and making progress. It is better to view errors and
mistakes as part of the learning process.
REMEMBER:

4. Need Theories- help to explain the value that a person places on

certain outcomes. A need is a deficiency that a person is
experiencing at any point in time. A need motivates a person to behave in a manner
to satisfy the deficiency.

Need Theories suggest that to motivate learning, trainers should identify

trainee’s needs and communicate how training content relates to fulfilling these
needs.

(e.g. Maslow’s, McClelland’s Needs Theories)

5. Expectancy Theory- Expectancy theory suggests that a person’s behavior is

based on three factors: Expectancy, Instrumentality, and Valence.

Expectancy-beliefs about the link between trying to perform a behavior and

actually performing well. It is similar to self-efficacy

Instrumentality- a belief that performing a given behavior is associated with a

particular outcome

Valence is the value that a person places on an outcome.

6. Adult Learning Theory was developed out of need for a specific theory of
how adults learn. Andragogy is the theory of adult learning. Malcolm Knowles is
most frequently associated with adult learning theory. This model is based on
several assumptions.

1. Adults have the need to know why they are learning something.
2. Adults have a need to be self- directed.
3. Adults bring more work-related experiences into the learning situation.
4. Adults enter into a learning experience with a problem-centered approach to
learning.
5. Adults are motivated to learn by both extrinsic and intrinsic motivators.
Learning Style Type Dominant Learning Abilities Learning Characteristics
Diverger  Concrete Experience  Is good in generating
 Reflective ideas, seeing a
Observation situation from
multiple
perspectives, and
being aware of
meaning and value
 Tends to be
interested in people,
culture, and the arts
Assimilator  Abstract  Is good at inductive
Conceptualization reasoning, creating
 Reflective theoretical models,
Observation and combining
disparate
observation
observations into an
integrated
explanation
 Tends to be less
concerned with
people than with
ideas and abstract
concepts
Converger  Abstract  Is good at
Conceptualization decisiveness,
 Active practical application
Experimentation of ideas and
hypothetical
deductive reasoning
 Prefers dealing with
technical tasks
 rather than
interpersonal issues
Accomodator  Concrete Experience  Is good at
 Active implementing
Experimentation decisions, carrying
out plans, and
getting involved in
new experiences
 Tends to be at ease
with people but
maybe seen as
impatient or pushy.

LESSON 6

AGE INFLUENCES IN LEARNING

There is a biological evidence that certain mental

Capacities decrease from age 20-70. Short-term
memory speed at which people process information
decline as we age. However, with age comes
experience, which can compensate, which can
compensate for the loss of memory and mental
quickness

Four Generation of Employees:

1. Millenniums/Millenials and Nexters- refer to people born after 1980, they are
optimistic, willing to work and learn, and technology-literate. Millennials are the
youngest generation in the workforce. They are predominately well-educated, hopeful to
create change in the workplace, determined to succeed, and highly ambitious. But, their
youth and optimism causes many to label them as narcissistic, and many have high
expectations for what the workplace should offer them in terms of benefits, projects,
and satisfaction. They value work/life balance, flexible work schedules, and challenging
work.

Also labeled the “Internet” generation, they are the most tech-savvy generation to date,
and they value cutting-edge technology. They are also very close to their family and value
teamwork and collaboration
2. Gen Xers (Generation X) –refers to people born from 1961-1980, Gen Xers need
feedback and flexibility; they dislike close supervision. They have experienced change all
their lives(in terms of parents, homes, and cities). They value balance between work and
non-work.

This generation has been described as rebellious and skeptical of authority, having
grown up amidst great social change. As the first latchkey kids, they were instilled with
a great sense of independence and confidence. Their parents’ work-to-live mentality
caused this generation to value work/life balance. Their entrance into the workforce
inspired many to interject new ways of thinking into the business world. Now, unafraid of
taking risks, many have become entrepreneurs. They are technologically savvy and crave
challenging, exciting projects.

3. Baby boomers (Me Generation)- are born between 1945 to 1960. They are
competitive, hardworking and concerned that all employees be fairly treated.

This group currently makes up the largest portion of the workforce, but they are
quickly approaching retirement age. At one point, they were leaving the workforce faster
than young workers were entering it, causing predictions of a massive worker shortage.

However, experts now note that their serious work ethic and workaholic tendencies may
lead a vast number of Baby Boomers to remain in the workforce for an extended period of
time. This created tension between Boomers and the younger generations who at one point
expected to quickly be called to fill the shoes of this experienced, hard-working
generation. Boomers are competitive, known as the “Me” generation, and place a strong
value on self-sufficiency.

4. Traditionalists are people born between 1920 and 1944. They are patriotic and loyal,
and they have a great deal of knowledge of the history of the organization and work life.

Most traditionalists are past retirement age, but some have chosen to remain in or
return to the workforce at least part time. Their lives were influenced by economic
hardship and world war, experiences which united them and caused many to rise to
positions of great responsibility, such as military service, at a young age.

Example: Traditionalists prefer a training room with stable, orderly learning

environment. They do not like to be put on the spot in front of other trainees. They
value direct presentation of information and training materials organized logically. They
like trainers to ask them to share their experiences and anecdotes. But they also look to
the trainer to provide expertise.
Lesson 7
SELECTING AND PREPARING THE TRAINING SITE

The training site refers to the where training will be conducted. A good training site
offers the following features:

1. It is comfortable and accessible.

2. It is quiet, private, and free from interruptions.
3. It has sufficient space for trainees to move easily around in, offers enough room for
trainees to have adequate work space, and has good visibility for trainees to see each
other, the trainer, and any visual displays or examples that will be used in training (e.g.
videos, product samples, charts and slides).

Details to be considered in a training room:

Noise Check the noise from heating and air

conditioning systems, from adjacent rooms and
corridors, and from outside the building.
Colors Pastel hues such as oranges, greens, blues, and
yellows are warm colors.
Room Structure Use rooms that are somewhat square in shape.
Long, narrow rooms make it difficult for
trainees to see, hear and identify with the
discussion.
Lighting Main source of lighting should be fluorescent
lights. Incandescent lighting should be spread
throughout the room and used with dimmers
when projection is required.
Wall and floor covering Carpeting should be placed in the meeting area.
Solid colors are preferable because they are
not distracting. Only meeting-related materials
should be on the meeting room walls.
Meeting room chairs Chairs should have wheels, swivels, and backs
that provide support for the lower lumbar
region.
Glare Check and eliminate glare from metal surfaces,
TV Monitors, and mirrors.
Ceiling Ten-foot-high ceilings are preferable.
Electrical outlets Outlets should be available every six feet
around the room.
Acoustics Check the bounce or absorption of sound from
the walls, ceiling, floor, and furniture.

Lesson 9

Traditional Training Methods

Presentation Methods- are methods in which trainees are passive recipients of

information. This information may include facts, processes, and problem solving methods.

Kinds of Presentation Methods:

a. Lecture Method
in a lecture, trainers communicate through spoken words what they want the
trainees to learn.
the communication of learned capabilities is primarily one-way- from the trainer
to the audience.
A lecture is one of the least expensive, least time consuming ways to present a
large amount of information efficiently in an organized manner.

Examples of Lecture Methods:

1. Team Teaching
2. Inviting Guest Speakers
3. Inviting Panels

b. Audiovisual Techniques

Audiovisual instruction includes overheads, slides, and video

a. Use of Videos- is a popular instructional method. It has been used for improving
communication skills, interviewing skills, and customer service skills and for illustrating
how procedures (e.g. welding) should be followed.

b. Overheads and slides- are used to show images and highlight important points and
terms during a lecture
Hands-on Methods

Hands-on methods are training methods that require the trainee to be actively involved
in learning. These methods are ideal for developing specific skills, understanding how
skills and behaviors can be transferred to the job, experiencing all aspects of completing
a task, or dealing with interpersonal issues that arise on the job.

Kinds of Hands-on methods

1. OJT (On-the-Job Training) refers to a new or inexperienced employees learning in

the work setting and during work by observing peers or managers performing the job and
trying to imitate their behavior.
- OJT is one of the oldest and most used types of informal training. OJT occurs on the
job using the actual tools and equipment. As result, trainees are highly motivated to
learn.

Principles of On-the-Job Training

Preparing for instruction:

1. Break down the job into important steps
2. Prepare the necessary equipment, materials and supplies.
3. Decide how much time you will devote to OJT and when you expect the employees to
be competent in skill areas.

Actual Instruction:
1. Tell the trainees the objective of the task and ask them to watch you demonstrate it.
2. Show the trainees how to do it without saying anything.
3. Explain the key points or behaviors.
4. Show the trainees how to do it again.
5. Have the trainees do one or more single parts of the task and praise them correct
reproduction.
6. Have the trainees do the entire task and praise them for correct reproduction.
7. If mistakes are made, have the trainees practice until accurate reproduction I
achieved.
8. Praise the trainees for their success in learning the task.

Forms of OJT:

1. Self-Directed Learning-employees take responsibility for all aspects of learning.

Trainees master predetermined training content at their own paced without an instructor.
 2. Apprenticeship is a work study training method with both on-the-job and classroom
training

Occupations for active apprenticeship

1. Electrician
2. Carpenter
3. Plumber
4. Pipe Fitter (Construction)
5. Sheet metal worker
6. Elevator Constructor
7. Roofer
8. Painter (construction)
9. Cook (Hotel and restaurant)
10. Child Care Development Specialist

2. Simulations- is a training method that represents a real-life situation, with trainee’s

decisions resulting in outcomes that mirror what would happen if they were on the job.

Simulator- replica of the physical equipment that employees use on the job

Example: Flight simulators for pilots

3. Case Study- is a description about how employees or an organization dealt with

difficult situation. Trainees are required to analyze and critique the actions and
suggesting what might have been done differently.

Areas of intellectual skills being developed: analysis, synthesis and evaluation

4. Business Games- require trainees to gather information, analyze it, and make
decisions. Games simulate learning because participants are actively involved and because
games mimic the competitive nature of the business.

Questions to Use for Debriefing a Game:

1. How did the score of the game affect your behavior and the behavior of the team.
2. What did you learn from the game.
3. What aspects of the game remind you of situation at work?
4. How does the games relate to your work?
5. What did you learn from the game that you plan to use at work?

Typical games have the following characteristics:

 1. Involves a contest among the trainees or teams of trainees or against an established
criterion such as time or quantity.
2. Designed to demonstrate an understanding of or application of a knowledge, skill or
behavior.
3. Trainees do not know what the consequences of their actions will be because the
consequences are partially based on the decisions of other game participants..
4. Rules limit participant behavior.

5. Role Plays- have trainees act out characters assigned to them. Information regarding
the situation (e.g work or interpersonal problem) is provided to the trainees.
GROUP-BUILDING METHODS

Group-Building Methods are training

methods designed to improve team or
group effectiveness. Training is directed
at improving the trainees’ skills as well as
team effectiveness. In group building
methods, trainees share ideas and
experiences, build group identity,
understand the dynamic of interpersonal
relationships and get to know their own
strengths and weaknesses and those of
their co-employees.

ADVENTURE LEARNING

Focuses on the development of teamwork and leadership skills through training

structured activities. Adventure learning includes wilderness training, outdoor training
and even cooking classes.. It may involve strenuous, challenging physical activities such as
mountain climbing, ladder climbing, rope courses, wall climbing and other physical
activities.
LESSON 10

E-LEARNING AND USE OF TECHNOLOGY IN TRAINING

Technology is having a major impact on the delivery of training programs.

Organizations nowadays use technology for training because of the learning and
accessibility advantages over traditional classroom training. The use of technology
for learning requires collaboration among the areas of training, information
technology and top management. Technology is changing learning and training in
corporate settings as well as in gradeschools, highschools, colleges and
universities.

Technology’s influence on Training and Learning

1. Employees can gain control over when and where they receive training
2. Employees can access knowledge and expert systems on an as-needed basis
3. Through the use of avatars, virtual reality, simulations, the learning
environment can look, feel, and sound just like the work environment
4. Employees can choose the type of media (print, sound, video) they want to use
in a training program
5. Course enrollment, testing, and training records can be handled electronically,
reducing the paperwork and time needed for administrative activities.
6. Employee’s accomplishments during training can be monitored

Technology and Collaboration:

Technology allows digital collaboration to occur.

Digital collaboration is the use of technology to enhance and extend employee’s

abilities to work together regardless of their geographic proximity. It includes
electronic messaging systems, online communities of learning organized by subject
where employees can access interactive discussion areas and share training
content and Web links.

Digital collaboration can be synchronous or asynchronous.

Synchronous communication- trainers, experts, and learners interact with each

other live and in real time the same way they would in face-to-face classroom
instruction. (video-conferencing)

Asynchronous communication- refers to the non-real-time interactions. Persons

are not on-line and cannot communicate with each other without a time delay,
but learners can still access information resources when they desire them. (e-
mails)

Technology and Learning Environment:

The internet is primarily responsible for creating our revolution in learning.

Internet technology has permitted the development of electronic networks that
integrate voice, video, and data connections among learners, instructors, and
experts.

Contributions of Technology:

1. Technology has allowed learning to become a more dynamic process.

2. Technology has enabled training to be delivered to different geographical
locations, to accompany trainees wherever they are at work or at home. (mobile
technology).

Technology and Multimedia

Technology Developments allow the use of a number of different media for

training.

Multimedia combines audiovisual training methods with computer-based training.

Multi-media training include computer-based training, CD-ROM, e-interactive
video, the Internet, video, virtual reality and simulations.

LESSON 11
Development refers to the formal education , job experiences, relationships and
assessments of personality and abilities that help employees perform effectively
in their current or future job and company.

Development is future oriented, it involves learning that is not necessarily related

to the employee’s current job.

Why is Employee Development important?

1. To improve quality
2. To meet challenges on global competition and social change
3. To incorporate technological advances and changes in work design.
COMPARISON BETWEEN TRAINING AND DEVELOPMENT

Training Development
Focus Current Future
Use of work experiences Low High
Goal Preparation for current Preparation for changes
job
Participation Required Voluntary

Approaches to Employee Development:

1. Formal Education Programs- include off-site and on-site programs designed

specifically for the company’s employees, short courses offered by consultants
or universities, executive MBA programs, and university programs in which
participants actually live at the university while taking classes.

Tuition reimbursement- refers to the practice of reimbursing employees’ costs

for college and university courses and degree programs.

2. Assessment- involves collecting information and providing feedback to

employees about their behavior, communication style, values or skills. The
employees as well as their peers, managers, and customers may be asked to
provide information.

3. Job Experiences- refer to the relationships, problems, demands, tasks, or

other features that employees face in their jobs.

CAREER DEVELOPMENT- is the process by which employees progress through a

series of stages, each characterized by a different set of development tasks,
activities, and relationships.
Career Stages:

1. Exploration stage

-individuals attempt to identify the type of work that interests them. They
consider their interests, values, and work preferences, and they seek information
about jobs, careers, and occupations from co-workers, friends, and family
members. Once they identify the type of work or occupation that interests
them , individuals can begin pursuing the needed education or training.

2. Establishment Stage

Individuals find their place in the company, make an independent contribution,

achieve more responsibility and financial success, and establish a desirable
lifestyle. Employees at this stage are interested in being viewed as contributors
to the company’s success.

Employees who have reached the establishment stage are considered to be

colleagues. Colleagues are employees who can work independently and produce
results.

3. Maintenance Stage

The individual is concerned with keeping skills up to date and being perceived by
others as someone who is still contributing to the company. Individuals in this
stage have many years of job experience, much job knowledge and an in-depth
understanding of how the company expects business to be conducted.

Employees can be considered as Mentors.

Mentor- is an experienced employee who teaches or helps less experienced

employees.

4. Disengagement Stage

Individuals prefer for change in the balance between work and nonwork activities.
They may take other roles of sponsor.

Sponsor- provides direction to other employees, represents the company to

customers, initiates actions and makes decisions.
Disengagement typically refers to older employees electing to retire and
concentrate entirely on non-work activities such as sports, hobbies, traveling or
volunteer work.